Searching The Internet

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Students using the Internet to search for science topics.

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  • Positives. I liked…
    - the amount of the text on your slides and the way you communicated through them. Good use of Powerpoint.
    - the connections to the readings
    - how you integrated this Inquiry with your instruction

    Suggestions. For next project, I want you to really try to…
    - include more data in your report
    - make it clearer (a) what you were trying to learn in your inquiry, and (b) what you learned.

    ~David W.
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  • Positives:
    • Connected to course readings
    • Identified what you personal would like to learn after the project. Yes, with the rapid development of computer-related technologies, all of us need to be a life-time learner now.
    • Included a picture and where you got it.

    Suggestions:
    • There seems a need to give more explanation to your research question. For example, what do you mean by “too much time”? Did you mean overall choosing internet resources over books, staff, and/or encyclopedia? Or, did you mean the search time for each task? This also has something to do with the reported data since the data on slide 12 could answer the first interpretation of the questions, but not the second.
    • There seemed a mismatch between the question and the data you collected.

    ~Gaoming
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  • What a great way to use a teachable moment Heidi! Your presentation was very well done.

    ~Sarita S.
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  • Dear Heidi,



    The way you wove readings into your presentation and your classroom practice was seamless! I wonder if you will now have students continue the scientific method with the same question about wasp nests, although I realize this may be dangerous. Perhaps asking them to think of a question about the nest that they could answer in the lab might be a next step they'd be particularly engaged in. It would also help them learn about the challenge of composing experimentable questions.
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Searching The Internet

  1. 1. Searching the Internet CEP 806 Inquiry Project 1 By: Heidi McElmeel
  2. 2. Ideas: Searching the Internet <ul><li>Have you ever spent too much time trying to find information on the web? </li></ul><ul><li>This has happened to the best of us and sometimes we even give up before finding what we are looking for. There are times we receive the wrong information as well. </li></ul>
  3. 3. Predictions: Searching the Internet <ul><li>Most students in high school today know more about technology then youth did a decade ago. </li></ul><ul><li>Therefore, when 11 th grade students were asked to do a search on the Internet I expected to see some fancy search engines that I have never heard of before. </li></ul>
  4. 4. Explanations: Searching the Internet <ul><li>According to Moore’s Law , which states that the computer power of a microchip will double every 18 months and has for the past four decades. Meaning, there is going to be a lot of change in technology during our lifetime. </li></ul>
  5. 5. Explanations: Searching the Internet <ul><li>Due to Moore’s Law, students who are starting college today will learn about technology their first two years then it will be outdated by their third year in school. Therefore, we need to train students to work jobs and use technology that has not even been invented yet. </li></ul>
  6. 6. Description of Inquiry Plan <ul><li>While reviewing the scientific method with my chemistry students we discussed the first step was to state a question. To prompt my students I brought in a paper wasp nest from a tree in my yard. Their first question was, what is that made of? </li></ul><ul><li>picture from: http://www.theragens.com/photos </li></ul>
  7. 7. Description of Inquiry Plan <ul><li>Once the students developed their question, I asked a volunteer to search the Internet as a way to gather information, the second step of the scientific method. They searched the Internet using the methods they would use if doing this as an individual project, while the rest of the class viewed on the Smart Board. </li></ul>
  8. 8. Data: Searching the Internet <ul><li>While searching during this classroom activity most students either used Google or Yahoo search engines. They realized there was some reading they needed to do before they would have the answer to their question. </li></ul>
  9. 9. Data: Searching the Internet <ul><li>When the class was asked to help the student search they proposed to add quotes to the search to make it more specific. Some students wanted to search by image because they knew what the nest looked like but did not know how it was made. </li></ul>
  10. 10. Data: Searching the Internet <ul><li>As the class looks through websites, we talk about what makes a good site with valuable information. Similar to what Bertram Bruce spoke of in his article Searching the Web: New Domains for Inquiry , the students listed things like source citations, details that the documents contained, and opportunities to give and view others feedback. </li></ul>
  11. 11. Data: Searching the Internet <ul><li>Students eventually found the information they were looking for. The wasp nest was made from a papier-mâché type of material. The wasps chew plant fibers, mainly small pieces of wood, and mix it with saliva to create their home. </li></ul>
  12. 12. Data: Searching the Internet <ul><li>When 120 students were asked how they would answer a question given to them by their science teacher the results looked like this graph. </li></ul>
  13. 13. Data: Searching the Internet <ul><li>When 120 students were asked what search engine they would use if using the Internet the results looked like this graph. </li></ul><ul><li>It was interesting that some students would not use the Internet at all. </li></ul>
  14. 14. Data: Searching the Internet <ul><li>We live in an age where there is plenty of information on the Internet. It is estimated that there are 2.7 billion Google searches each month, that 1 in 8 married couples met on the Internet, and that there are 106 million Myspace accounts. Times are changing in the vast cyber world. </li></ul><ul><li>Information from: https://umconnect.umn.edu/didyouknow </li></ul>
  15. 15. Gained Insight: Searching the Internet <ul><li>Students are not familiar with smaller search engines. </li></ul><ul><li>Students are not very willing to read through the plethora of information found on the Internet, they want quick answers to their questions. </li></ul><ul><li>Students do not take the time to put the information into their own words. </li></ul>
  16. 16. Gained Insight: Searching the Internet <ul><li>I would also like to learn more about smaller search engines. </li></ul><ul><li>I would like to learn more about making a search more narrow. </li></ul><ul><li>I would like to help the students learn to put information into their own words or cite information that they use directly from websites. </li></ul>
  17. 17. Gaining Insight: Searching the Internet <ul><li>We live in an exponential world and according to Metcalfe’s Law the web is no exception. This law states that the value of a network increases as more people use it. More and more people are using the Internet as well as posting new pages. It continues to grow as our knowledge of how to operate it must do the same. </li></ul>
  18. 18. Gaining Insight: Searching the Internet <ul><li>Bertram Bruce sums all this up well by stating, “we need to incorporate the opportunities and challenges of the new technologies into our discourse about teaching and learning.” </li></ul><ul><li>Bruce, B. (1999, April). Digital Content: The Babel of Cyberspace. Journal of Adolescent & Adult Literacy (JAAL). Available at Reading Online. </li></ul>

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